An assistive technology design framework for ADHD

In this paper, we present a design framework for ADHD assistive technologies that aims to give researchers grounding in the background research on the condition, to provide a lingua franca, and to highlight potential research directions for HCI researchers within assistive technology. The design framework couples ADHD patient challenge areas to technological opportunities and it provides a set of practical design strategies for developing successful assistive technologies for people with ADHD. The framework is based on empirical studies, ADHD research, and related work on assistive technologies. We map existing assistive technologies and potential new research efforts to the framework concepts. This way we show how it is used to support and advance the research and development of novel assistive technologies for the ADHD domain

Realizing the Possibilities of Notetaking Software for Academic Support: An Intervention for Academic Coaches

College students with attention deficit hyperactivity disorder (ADHD) are a sizeable group whose qualitative experience with use of digital tools or assistive technology is not yet fully understood. This cohort of students may not know of the potential applicability of digital tool use to extend and enhance their learning. Part of why students with ADHD may not know about digital tools or assistive technology and its relevance for their learning may be due to that fact that many campus disability services programs position themselves primarily toward compliance with applicable laws. Campus disability services programs can benefit from moving beyond both a “rehabilitative” conception of disability and limited consideration of commonplace assistive technologies. Conceptualizing “disability” through a lens of bodily lived experience coupled with a recognition for how digital tools can benefit college students with ADHD as extensions and enhancements to learning is warranted. This critical action research proposal calls for an intervention for academic coaches with the aim of realizing the possibilities of notetaking software as an academic support for college students with ADHD. To reach this end, collaborations among campus disability services programs, offices of information technology, faculty and student affairs practitioners will be necessary so college students with ADHD can gain awareness and exposure to the use of digital tools and assistive technology

Children with ADHD and their Care Ecosystem: Designing Beyond Symptoms

Designing for children with ADHD has been of increasing interest to the HCI community. However, current approaches do not adequately involve all relevant stakeholders, and primarily focus on addressing symptoms, following a medical model of disability that is extrinsic to neurodivergent interests. To address this, we employed a multi-step, multi-stakeholder approach (N=31). First, we conducted 1) interviews with children with ADHD and their care ecosystem followed by 2) a co-design pilot with one child with ADHD and his therapists and an interview with a UX designer and an occupational therapist. We then employed 3) co-design sessions with neurotypical children and children with ADHD, and 4) a focus group with their therapists. We identified communication and reflection as key concepts for empowering and promoting the well-being of children with ADHD and their care ecosystem. We contribute design implications for future systems aiming to promote the overall well-being of this population

Attention to retention: Implications of institutional practices of four-year colleges and universities on graduation rates of students with ADHD

Advances in medication and support services in high schools have influenced the growing number of students with Attention Deficit Hyperactivity Disorder (ADHD) enrolling in colleges and universities. Unfortunately, their lower graduation rates and extended time to graduation creates multiple challenges to themselves, their institution’s, and their communities. Limited information is available regarding how disability services impact graduation rates for students with ADHD in higher education. More information is needed about how the practices instituted by disability support center leaders in post-secondary institution’s impact the graduation rates of students with ADHD. Retention, a financial and ethical concern for universities, is pushed to the forefront by lawmakers who demand an increased return on their state’s educational investment. Disability resource directors, school registrar officials, and disability resource center websites were data sources. Information was gathered about the number of students with ADHD that have graduated from each institution over the past three years. A non-experimental quantitative design (correlation) was used that provided a process for gathering information about use of disability services, which was then correlated and compared to the overall graduation rate of college students with ADHD over a three-year period. Qualitative information regarding types of services highlighted commonly used services and responses from directors were discussed regarding collaborative partnerships and training for faculty and staff. A positive correlation between use of services and graduation rate was found from examining one school that submitted complete data. Overall, the response rate was low, particularly for the colleges, which impacted the ability to respond to some of the research questions. Some directors noted a preference for the social theory of retention in support of why they don’t collect data on specific groups of students with disabilities, while others chose to not participate at all due to a lack of data tracking. Because funding for programming and targeted services depend on knowledge gained from data tracking, these findings may have implications for policy and practice. Educational leaders may be able to utilize the results of this study to shape future institutional policies and practices that impact the success of their students

Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHD

This paper presents a systematic review of HCI literature focusing on children with ADHD, the prevailing mental health diagnosis in children. Its aim is to (i) chart the state-of-the-art in this domain (e.g. methods used), (ii) identify the ways the HCI community has addressed the needs of children with ADHD (e.g. technologies deployed), and (iii) describe the involvement of the various stakeholders playing a role in their everyday experiences (i.e. their care ecosystem). Our findings show limited engagement of the care ecosystem in the design, development and user studies of current technologies, and shortcomings in designing for multiple ecosystem stakeholders, despite their crucial role. We also find that most HCI contributions are systems aiming to address ADHD-related symptoms. Based on our findings, we provide suggestions for further research and design considerations for future systems that empower and promote the well-being of children with ADHD, while considering their care ecosystem

Supporting Self-Regulation of Children with ADHD Using Wearables: Tensions and Design Challenges

The design of wearable applications supporting children with Attention Deficit Hyperactivity Disorders (ADHD) requires a deep understanding not only of what is possible from a clinical standpoint but also how the children might understand and orient towards wearable technologies, such as a smartwatch. Through a series of participatory design workshops with children with ADHD and their caregivers, we identified tensions and challenges in designing wearable applications supporting the self-regulation of children with ADHD. In this paper, we describe the specific challenges of smartwatches for this population, the balance between self-regulation and co-regulation, and tensions when receiving notifications on a smartwatch in various contexts. These results indicate key considerations—from both the child and caregiver viewpoints—for designing technological interventions supporting children with ADHD

Inducing omnipotence or powerlessness in learners with developmental and attention difficulties through structuring technologies

Schoolwork of learners with developmental and attention difficulties is often characterised by low productivity, many errors due to carelessness or inattention and poor organizing ability. Focus learners have difficulties performing at the same level as their peers. This paper addresses these challenges and investigates the potential of technologies for creating and facilitating learning environments, where learners with developmental and attention difficulties are well-supported with respect to overviewing, structuring and planning tasks, evaluating and adjusting participation and management of time. Would it be possible to take advantage of the affordances of Persuasive Technologies and how could Persuasive Technology Tools in the hand of teachers and learners assist, motivate and enable the presence, participation and achievements of learners with developmental and attention difficulties at school? Using this lens, the authors examine, to what extent technology may assist teachers to create more ideal learning environments by reducing the threat for these learners and enable them to participate in learning. Virtual Learning Environments (VLEs), digital templates, timers and calendars are identified as specific valuable tools for enhancing the learners’ ability to become ready to learn, join and maintain within the learning processes. Likewise, visualisations in the classroom, notifications, video instructions, assessment and evaluation tools to seems to help the learner to navigate, remember, become aware and understand their own role in the classroom. This paper suggest technologies for structuring and overviewing as basic assistive tools for equalizing the learning possibilities for learners with developmental and attention difficulties in an inclusive school setting

A Phenomenological Study Exploring the Factors That Contribute to Persistence in Online Doctoral Programs for Students With Learning Disabilities or ADHD

The purpose of this transcendental phenomenological study was to discover the factors that contributed to persistence in online doctoral programs for students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD). The theory guiding this study was Tinto’s theory of student persistence, as it suggested the more students were academically and socially integrated into their institution, the more likely they were to persist in their studies. The Central research question of this study is, “What are the factors that contribute to persistence in online doctoral programs for students with LD and ADHD?” Participants in this study consisted of seven individuals with learning disabilities or ADHD who had completed all of their required coursework in their current online doctoral program and had started the dissertation phase of their program, and four who had graduated from their online doctoral programs within the last two years. Candidates were selected using purposive sampling. Perspectives of students with LD and ADHD as they related to their academic persistence were shared. The lived experiences of online doctoral students with LD and ADHD were studied using online discussion board prompts, individual interviews, and focus groups. The data were collected and analyzed using Moustakas’ transcendental phenomenology approach and generated six themes and commonalities among the participants in this study. The themes were Overcoming Challenges and Barriers, Adaptation and Coping Strategies, Motivation, Self-Efficacy, Support Systems, and Personal Determination and Perseverance. The data analysis revealed empirical, practical, and theoretical implications along with recommendations for future research